This part of the website is designed to be used by all sectors of the school: children, parents and teachers to find out how they can further their commitment to sustainable development within the school. The following links point to resources, information and learning activities for ESD:
DEA/CEE Sustainable Development and Youth Work project website is a useful starting point for anyone interested in sustainable development and youth work. It illustrates the links between youth work and sustainable development and provides practical ideas, resources and information on developing work with young people.
Encyclopedia of Sustainable Development [www.ace.mmu.ac.uk/esd/menu.html] was written by the Atmosphere, Climate & Environment Information Progamme, the educational division of aric (formerly the Atmospheric Research & Information Centre) and is supported by DEFRA.
Espresso Education [www.espresso.co.uk] is a digital curriculum service for the UK with aims to transform education by encouraging the true integration of technology into classroom instruction through the use of powerful and compelling digital content.
Global Dimension website [www.globaldimension.org.uk] is a DEA initiative and teacher resource website aimed at helping teachers to incorporate the global dimension into the school curriculum.
Global Teacher Project [www.globalteacher.org.uk] The World Studies Trust Global Teacher Project ran from 1999 and 2005. It worked with Initial Teacher Education and Training providers around the UK, to support the inclusion of a global dimension in course content, and to promote global education throughout the training of teachers.
Green Choices [www.greenchoices.org] provides information on green alternatives and greener living.
Green Guides [www.greenguide.co.uk] is a database of eco-friendly goods, services contacts and organizations.
The Institute for Citizenship [www.citizen.org.uk] is an independent charitable trust that promotes informed and active citizenship by providing citizenship education resources.
Learning Through Landscapes [www.ltl.org.uk] helps schools and early years settings make the most of their outdoor spaces for play and learning.
Natural History Museum [www.nhm.ac.uk] offers teacher resources on sustainable development for KS 2/3/4.
Oxfam [www.oxfam.org.uk/education] provides extensive teacher and student resources through its education and Global Citizenship resources (which includes ESD).
SSAT iNET [www.ssat-inet.net] iNET works with schools and other organisations to transform education through the sharing of best practice and innovation.
Sustainable Stuff [www.sustainablestuff.co.uk] is an associated site of Working with Kids [www.workingwithkids.co.uk] and was formed to offer a unique reference point on living a greener life.
Think Energy [www.think-energy.com] is an online learning resource for children
Working with Kids [www.workingwithkids.co.uk] is an online resource offering information on working with children on ESD issues.
Sustainable Schools
In the U.K, schools are becoming more oriented towards sustainable development through the Department for Children, School and FamiliesSustainable Schools project. The 2006/07 academic year was a Year of Action on Sustainable Development for schools. The DCSF works with partners to provide resources and materials to help embed sustainable development into all areas of school life through the Sustainable Schools initiative.
At the moment, efforts relating to sustainable development are left in the hands of those running the school. Whilst some schools have the ability to start delivering on the goals advocated by DCSF, others have experienced problems related to funding and professional training. The DCSF is also carrying out research to prepare a set of indicators to monitor progress within schools.
National Framework
As part of the Sustainable Schools approach, the government has approved of a national framework of eight pathways through which schools can approach sustainability. These pathways focus on the major aspects of school life that could influence a child’s behavior. While a collective, whole-school approach is recommended, either track offers opportunities for improvement across the school’s curriculum and campus, and in its relationship with the local community. When tackling individual objectives, there is often a tendency for overlap. For example, an interest in food and drink may see schools start growing their own fruit and vegetables in the grounds, which ties in to composting and conservation, both of which are features of the buildings and grounds component. The eight pathways are:
Food and Drink – Food and drink are an essential part of school life. Educating children about nutrition, food miles, and the processes undergone to produce food will allow children to make more informed decisions. Additionally, schools that replace processed meals with locally produced fresh foods will help stimulate changes in children’s eating behaviour.
Energy and water – Current modes of energy and water consumption are likely to cause problems for future generations. It is important to educate children about the relationship between energy use, greenhouse gas production and climate change. Additionally, extensive water usage is draining underwater aquifers and marginalising other communities’ ability to survive. Reducing energy and water consumption in the school sets an example for children to consider efficient usage of these commodities.
Travel and Traffic – Increasing numbers of vehicles on the road leads to congestion and higher levels of pollution. During term time, cars on the school run contribute to 16% of early morning traffic. The increased usage of cars also leads to less exercise and reduces road awareness. Encouraging children to walk and cycle to school is a much more sustainable alternative.
Purchasing and Waste – British society produces a huge amount of waste, most of which is landfilled. Using concepts of sustainable consumption, children can be persuaded to ‘reduce, reuse and recycle’. This reduces costs and supports markets for sustainable goods.
Buildings and Grounds – Sustainable design and construction of the school and its grounds boosts morale in teachers and children.
Inclusion and Participation – schools must promote inclusive participation and value diversity within the school.
Global Dimension – Many aspects of our lives are linked to the rest of the world. By educating children about our interdependence, it is possible to develop notions of global citizenship in the younger generations.
Click here for more information on Sustainable Schools.
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